The Journal of Educational Development

JED 5 (3) (2017) 404 - 413

http://journal.unnes.ac.id/sju/index.php/jed

Cultivating Multicultural Values in Learning History: A Unifier of the Nation’s

Plurality

Slamet 

IKIP Veteran Semarang, Indonesia.

Article Info Abstract

________________ ___________________________________________________________________
Article History: Indonesia is full of diversity, either ethnic, religious, culture, custom, racial, territorial, and so on.
Received 20 May 2017 In having a common perception onIndonesian diversityas a nation, multicultural education has
Accepted 17 July 2017 become a necessity. Incorporating multicultural education into the curriculum is very urgent, at
Published 10 October least by incorporating it with other relevant subjects, such as Civics, History, and Religion.
2017 Multicultural education is a response to the growing diversity of school populations, as well as the
________________ demands of equal rights for every citizen. Another dimension, multicultural education is the
Keywords: development of curricula and educational activities to tap into the views, history, achievements
multicultural values, and concerns of non-Europeans. Multicultural education encompasses all learners regardless of
historical learning, group, such as: gender, ethnic, racial, cultural, social, territorial, and religious strata, which has
unifying the nation. become a demand and necessity in building a new Indonesia. However, multicultural education
____________________ requires an in-depth study of the concepts and praxis of its implementation, even to the present the
concept of multicultural education has not been studied seriously in education. However, when
judicially judged, Act Act no. 20/2003 on the National Education System has provided an
opportunity to elaborate further on the concept of multicultural education, particularly in Article 4
paragraph (1) which regulates the implementation of education which takes into consideration the
diverse cultural values of society.

© 2017 Universitas Negeri Semarang


Correspondence: p-ISSN 2085-4943
e-ISSN 2502-4469
Jalan Pawiyatan Luhur IV No.17, Bendan Duwur, Gajahmungkur,
Bendan Duwur, Gajahmungkur, Kota Semarang, Jawa Tengah
50235, Indonesia.
E-mail: [email protected]
 Slamet / The Journal of Educational Development 5 (3) (2017) 404 - 413

INTRODUCTION

Historical subjects are given to build the occurs in a plural, multicultural and diverse
character of the young generation as the country that is Indonesia.
successor of a democratic and responsible Multiculturalism is a diverse cultural
nation. Hugiono and Poerwanta (1992) suggest understanding. In the diversity of culture, it is
that there are at least three characters obtained the necessity of understanding, mutual
from the learning process of history. First, understanding, tolerance, etc., in order to create
ontologically, history learning concerns the a life of peace and prosperity and avoid the
process of awareness raising, empowerment, and prolonged conflict (Naim and Sauqi, 2011). As a
value culture to learners to become an indivdual new discourse, multicultural education is still
as well as citizens. Secondly, epistemologically, debated by educational experts, but that does not
learning history must prioritize multicultural and mean multicultural education is absent or
multiappraoach approaches, it is related to the unclear.
reality of diversity of the community and the Borrowing Andersen and Cusher's
potential diversity of learners. Thirdly, opinion in Parekh (2012); multicultural
axiologically, historical learning can increase the education can be interpreted as education about
learner's responsibility as an individual and as a cultural diversity. Furthermore, Banks defines
society member in a nation/country. multicultural education as education for people
On the one hand, the problem of learning of color. That is, multicultural education wants
history can not be disengaged from the historiy to explore differences as a necessity (God's
teachersthemselves, because in the series of grace). In line with that thought, Slamet (2016)
learning process, teachers have a big role. It is argues that in simple terms multicultural
that important that the government from year to education is an education about cultural
year seeks to improve the quality of teachers. diversity in responding to demographic changes
Although various efforts have been made, but and the pluralistic society such as Indonesian
the packaging has not yielded significant results. society. Thus history teachers who act as the
This is reflected in the number of highlights on front spearhead in the learning process need to
teachers, including history teachers. Complaints understand about the multicultural values that
also appear that the history learning seems exist in this country, to then be applied in the
boring, so it is natural that these subjects are learning process that is expected to unite the
underestimated and considered as a lesson that various backgrounds of learners from diversity,
the material is very easy, because it can be read plural, and multicultural backgrounds.
overnight for examination the next day (Surjo,
1989). METHODS
The other side, the process of learning as
an understanding and awareness can be a source This research used a qualitative design,
of inspiration and base for the growth of while the approach used is phenomenology that
nationalism and responsibility and obligations seeks to reveal the events according to actual
for learners. In this case the spirit of nationalism conditions and is highly dependent on: (1)
can be instilled among the younger generation perception; (2) comprehension; (3)
that starts from learners. This refers to the understanding; and (4) one's assumptions
understanding that without ideals and (Bungin, 2008). The research implementation
aspirations about the homeland and nation, the took place in Semarang City with several public
appreciation will be superficial and ultimately and private high schools as objects. The key
embedded only to materialistic and consumptive informants were stakeholders of the education
aspects (Gazalba, 1981), this condition also office of Semarang City, while additional
informants were high-schoolhistory teachers.

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Data collection techniques used: (1) space of education as a science transformation

documents; (2) observation; and (3) interviews. space (transfer of knowledge) should be able to
While the data analysis techniques used provide values of multiculturalism by mutual
interactive analysis models from Miles and respect and respect for the various realities
Hubermanwhich included 4 (four) components: (plural), both background and socio-cultural
(1) data collection; (2) data reduction; (3) data base that encompasses it.
presentation; and (4) withdrawal of conclusion/ Further, Banks (1993) argues that
verification. The validity test of the data used multicultural education has several interrelated
credibility test either through triangulation of dimensions, including: (1) content integration,
data or checking with members/ membercheck integrating cultures and groups to illustrate
(Moleong, 2010). fundamental concepts, generalizations, and
theories in subjects or discipline, (2) the
RESULTS AND DISCUSSION knowledge construction process, which brings
learners to understand the cultural implications
Results into a subject (discipline), (3) an equity
Based on the results of interviews pedagogy, that is to adjust the teaching method
conducted to education policy stakeholders as by learning learners in order to facilitate
key informants and additional informants from academic achievement which varies racially,
some high school history teachers, the following culturally or socially, (4) prejudice reduction,
results were obtained: (1) there is a need for a which identifies racial characteristics of learners
concept of standardized multicultural education and determines their teaching methods. Then,
established by the government (education train groups to participate in certain activities,
ministry); (2) it is necessary to design an interact with all different ethnic and racial staff
approach to multicultural education in a society and students in an effort to create a tolerant and
that is full of problems between ethnic, racial, inclusive academic culture.
religious, cultural, territorial and so on; and (3) In any educational activity, learners are
there is the need for courage to take a position the object (object) and as well as the subject of
and immediately implement multicultural education. Therefore, in understanding the
education because it is considered urgent. essence of learners, teachers need to be equipped
. with an understanding of the general
Discussion characteristics of learners. As a consideration,
Concept of Multicultural Education because at least the learner generally has 4 (four)
Andersen and Cusher in Sunarto (2004) characteristics: (1) learners in a state of being
argue that multicultural education is defined as empowered, meaning he/she is in a state of
education on cultural diversity. Mahfud (2011) power to use his/her ability, will and so on, (2)
argued that multicultural education can be have a desire to develop and be mature, (3)
defined as education about cultural diversity in learners have different backgrounds, and (4)
responding to demographic and cultural changes learners need to explore natural environment
in certain communities or even the world as a with their basic potentials that are owned
whole. Hernandez further argued that individually.
multicultural education is a perspective that Based on the above explanation, in the
recognizes the political, social, and economic theoretical context, multicultural education has
realities experienced by individuals in complex five approaches: (1) education on cultural
and culturally diverse human encounters, and differences or multiculturalism, (2) education on
reflects the importance of culture, race, cultural differences or cultural understanding,
sexuality, gender, ethnicity, religion, social (3) education for cultural pluralism, 4) bilingual
status ,economics, and exceptions in the education, and (5) multicultural education as
educational process. Or in other words, the human moral experience, which must be

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mastered by the teachers to be applied in the distance the concept of bi-cultural or dichotomy
learning process. between indigenous and non-native.
Multicultural Education Approach In the context of Indonesia and its
The design of multicultural education at diversity, these five approaches must be
the community level is full of problems between harmonized with the conditions of Indonesian
groups, religions, cultures, ethnicities, customs society, because society is a collection of
and so forth. Indonesia contains a mild humans or individuals embodied in social
challenge, so it is necessary to realize that groups with a specific cultural or tradition
multicultural education is not just "celebrating challenge. Thus it can be understood that the
diversity". Moreover, the existing society is still core of society is a large collection of individuals
full of discrimination and racism. In such who live and work together in relatively similar
conditions, multicultural education is more times, so that individuals can meet their needs
precisely directed at advocacy to create tolerant and absorb social character (Slamet, 2017).
learners. In line with that, Mahfud (2011) argued These conditions then make some of them into
that to achieve these goals a number of organized communities who think about
approaches are required, namely: (1) no longer themselves and differentiate their existence from
equate the view of education with schooling or community extensions. The other side is when
multicultural education with formal school life in society means the interaction between
programs. The broader view of education as a individual and social environment, then what
cultural transmission among learners is entirely makes up an individual is education or in other
in their hands, but more and more parties are terms the educator community.
responsible, because school programs should be Multicultural-based Education Discourse
related to informal learning outside of schools; Since its emergence as a discipline in the
(2) avoid the view that equates culture with 1960s and 1970s, multicultural-based Education
ethnic groups. It means that we no longer need (MBE)has been defined in many ways from
to associate cultures solely with ethnic groups as multiple perspectives. In educational science
they have been. Traditionally, educators terminology known as the terminology that is
associate cultures with relatively self-sufficient almost the same as the MBE, namely
social groups, rather than with a number of multicultural education as used in the context of
people continuously and repeatedly engaged in multicultural life of Western countries. A
one or more activities; (3) since the development number of definitions are bound in certain
of competence in a "new culture" usually disciplines, such as: anthropology, sociology,
requires the interaction of initiatives from people psychology, and so forth.
who already have competencies, it can be seen Hernandez in Naim and Sauqi (2011)
more clearly that efforts to support ethnically suggests; Two classical definitions to emphasize
separated schools are antithesis to the goals of the important conceptual dimensions of MBE
multicultural education. Maintaining and for educators. The first definition emphasizes the
extending group solidarity will inhibit essence of MBE as a perspective that recognizes
socialization into a new culture for cultural the political, social, and economic realities that
pluralism and multicultural education is not individuals experience in complex and culturally
logically equated; (4) multicultural education diverse (plural) human encounters. This
increases competence in some cultures. Which definition aims to reflect the importance of
culture will be adopted, determined by the culture, race, gender, ethnicity, religion, social
situation and conditions in proportion; (5) the status, economy, territoriality and exceptions in
possibility that education (formal and non- the educational process. Over the past decade,
formal) raises awareness of competence in some Hernandez has developed an operational
cultures. This kind of awareness will then definition of MBE. In its conceptualization,
MBE is an educational activity that is

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empowering. Therefore, MBE is a vision of 1) As an alternative way of solving conflict

education that should be and must be applicable The implementation of multicultural
and understood by all learners. education in the world of education is believed
With regard to learners, MBE issues to be a real solution to the conflict and
about ethnicity, gender, class, language, religion, harmonization that occurs in the community,
and exceptions that influence, shape and pattern especially those that often occur in Indonesian
each individual as a cultural creature. MBE is society in a plural reality. In other words,
the result of a complete development of the multicultural education can be an alternative
constellation or unique interaction of each means of solving socio-cultural conflicts. The
individual who has intelligence, abilities, and spectrum of cultures of the diverse nation such
talents. MBE prepares citizens for citizenship in as Indonesia becomes a challenge for education
diverse and culturally diverse cultural and to cultivate the distinction into an asset and not
linguistic communities. MBE also deals with a source of division. Currently, multicultural
significant educational changes. education has 2 (two) major responsibilities,
MBE portrays a complex cultural, namely: (1) preparing the nation of Indonsia to
political, social, and economic reality, which face the flow of outside culture in the era of
broadly and systematically affects everything globalization; and (2) "unifying" the nation itself
that happens in school and outdoors. MBE which consists of various cultures.
involves all educational assets manifested Whether or not it is realized, nationality
through context, process, and content. The MBE and ideology education has been widely
reinforces and re-exemplifies exemplary provided in universities, but multicultural
practices, and seeks to improve the opportunities education has not been provided with the correct
for rejected optimized education. He discussed proportions. Therefore, schools and universities
about the creation of educational institutions as educational institutions can develop
that provide a dynamic learning environment, multicultural education with their respective
reflecting the ideals of equality, equality, and models according to the principle of education
excellence. or school autonomy. Instead, multicultural
The Urgency of Multicultural Education in education is more emphasized on the subjects of
Indonesia morals and nationalities, including subjects of
After describing the epistemology of history and religion.
multicultural education and the concept of Basically, the previous model of learning
multicultural education in the previous related to nationality is already there. However,
discussion, the following outlines the urgency of it is still inadequate as an educational tool to
multicultural education in Indonesia. Realizing appreciate the differences of each tribe, culture,
multiculturalism in the world of education, religion, ethnicity and territoriality. It is seen
multicultural education needs to be incorporated with the emergence of conflicts that often occur
into the national curriculum which can in the reality of nations and states today. It
ultimately create a multicultural society of shows that understanding tolerance is still very
Indonesia, as well as other efforts that can be less, even until now the number of students who
done for that manifestation. According to understand everything that is actually behind the
Mahfud (2011), in realizing this, it should be culture of a nation is still very minimal and
noted that: (1) multicultural education serves as lacking.
an alternative means of conflict resolution; (2) Supriyoko (2011) argues that the public
with multicultural-based education lessons, actually knows more about the stereotype of a
learners are expected not to be uprooted from tribe than to know what the tribe actually
their cultural roots: and (3) multicultural possesses. In fact, in the context of the discourse
education is applied in national and relevant of multicultural education, understanding the
curricula in the current democratic world. meaning behind the cultural reality of a tribe is

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essential. Therefore, the implementation of (1) To change the curriculum philosophy of

multicultural education can be said to succeed today's uniform curriculum to a philosophy
when formed in students and make them consistent with the objectives, mission and
tolerant, non-hostile and possess a non- function of each level and educational unit;
conflicting attitude of life caused by differences (2) The curriculum content theory must change
in culture, ethnicity, religion, language, customs, from a theory that defines content as a
or others. substantive aspect containing facts, theories,
2) Students are not uprooted from their culture generalizations, meanings that include moral
In addition to being an alternative means values, procedures, processes, and skills that
of conflict resolution, multicultural education is must belong to the young generation;
also significant in fostering learners not to be (3) Learning theories used in the future
uprooted from the roots of culture that was curriculum that pay attention to social,
previously owned, when they were faced with cultural, economic, and political diversity
socio-cultural realities in the era of globalization. should not only base themselves on the
In the current globalization era, intercultural theory of learning psychology that places
meetings are a serious "threat" to students. In learners as social, cultural, political beings
response to the global reality, learners should be who live as active members of society,
provided with awareness of diverse knowledge, Nation, and world to be uniformed;
so they have broad competencies in global (4) The learning process developed for learners
knowledge, including cultural aspects. Given the should also be based on processes that have
diversity of cultural reality in this country and high isomorphism levels with social reality.
abroad, learners certainly need to be given That is, learning processes that rely on
material about the understanding of many learners to learn individually and
cultures or multicultural education, so that competingindividulistically competitive
learners are not uprooted from their cultural should be abandoned and replaced by group
roots. learning and group competition in a positive
It can be argued that the challenges in situation; and
education today are very heavy and complex. (5) The evaluation should cover all aspects of the
Therefore, anticipatory efforts need to be competence and personality of learners, in
considered seriously. If it is not taken seriously accordance with the developedobjectives and
and with concrete solutions, mainly on content. The evaluation tool used should
education that is fully responsibility for the vary according to the nature, purpose and
quality of human resources (HR) in this country, information to be collected. The use of
then the children of the nation's generation can alternative assessments (portfolio,
lose direction, uprooted from their own cultural observation note, and interview) can also be
roots. used.
3) As the foundation in developing national Based on the steps that can be established
curriculum in the national curriculum base, it can be argued
Conducting curriculum development as a that Indonesia as a pluralistic country, in terms
starting point in the learning process, or to of religion, ethnicity, class, race, and local
provide a number of materials and subject culture should draft the concept of multicultural
content that must be mastered by learners of a education so that it becomes a handbook to
certain size or level, multicultural education as strengthen national identity.
the cornerstone of curriculum development Supriyoko (2011) argued that the people
becomes very important. The development of a and the nation of Indonesia have a diversity of
future curriculum based on a multicultural social culture, political aspirations and economic
approach can be undertaken based on the capabilities. This diversity directly affects the
following steps. ability of teachers to implement the curriculum,

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the ability of schools to provide learning do not only become the foundation of the
experiences, and the ability of learners to developed curriculum but also become the target
process, learn and process information into of curriculum development results.
something that can be translated as learning The cultural position in a curriculum
outcomes. Diversity becomes a free variable that process is very important, but in the
has a very significant contribution to the success development process often the curriculum
of the curriculum, both as a process and as a developers pay little attention to it. In reality, the
result. Therefore, diversity must be a factor to be curriculum development process is often colored
taken into account in determining philosophy, by the influence of curriculum developers' views
theory, vision, document development, on the development of science and technology.
socialization, and curriculum implementation. Consideration of the students and the
Curriculum development using multicultural community needs is often responded with
development approach should be based on 4 answers to the development of science.
(four) principles: (1) cultural diversity becomes Therefore, the position of culture is abandoned
the basis for determining philosophy; (2) cultural as well as other grounds to be considered in
diversity serves as a basis for developing various curriculum development.
curriculum components, such as: objectives, Intrinsically, curriculum developers in
content, processes, and evaluations; (3) the formulating philosophy, vision, and educational
culture within the educational unit is the source goals, are strongly influenced by their
of learning and the object of study that should be educational background, life view, and life
part of the learners' learning activities; and (4) beliefs. The determinants of philosophy, vision,
the curriculum serves as a media in developing educational goals are the cultural and cultural
regional and national cultures. roots of the curriculum developers. This is what
The position of diversity as an Longstreet and Shane (1993) said: we are largely
independent variable is at the school and unaware of the numerous, culturally formed
community level, that is, a curriculum is qualities that characterize our behavior.
developed and is expected to be a powerful Therefore, both directly and indirectly, the
modifier according to perceived nations of a internal process of curriculum development is
society. In real terms, this influence lies in strongly influenced by the culture of the
teachers who are responsible for curriculum curriculum developers.
development, not on learners undergoing the Another cornerstone needed in
curriculum. Another important point is that curriculum development is the theory of
multicultural education can be used as the learning, about how learners learn. During this
cornerstone of curriculum development. time, people talk about learning theories
For a long time, educational experts and developed mainly from psychology (Slamet,
curricula have realized that culture is one of the 2017). The theory of learning as it is known in
cornerstones of curriculum development (Taba, the literature developed from various streams
1962), in addition to other foundations such as and theories in psychology, such as behaviorism
the development of society, science, technology, (stimulus response, conditioning, operant
politics, and economics. Ki conditioning, modeling, etc.), cognitive
HadjarDewantara(1936) stated that culture is an (schemata, accommodation, and assimilation of
important factor as the root of a nation's Piaget, meaningfull learning from Ausubel and
education. Another curriculum expert, Print so on ). Learning theory developed from this
(1993) in Supardan (2005) states the importance view is of course very useful, the theory is also
of culture as the foundation for a developed based on the results of in-depth study
curriculum.Thatcurriculum is a construct of that and in a long enough time. Unfortunately,
culture. Culture is the totality of the way people learning theories developed based on
live and develop the pattern of life so that they psychological views is often said that learners

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learn in a situation that is value free or more recognized by an American Indian historian;
accurately said cultural and societal free. The Wolpert (1965) who says that the Indian
learning theories have not yet taken into account community is more pluralistic in every respect
that learners who learn are individuals who live than any other on earth except, perhaps,
and react to the stimulus, which can not be Indonesia. Therefore, if culture is one of the
separated from the social and cultural strong foundations in curriculum development,
environment he lives. In his book Socio Culture curriculum development process in Indonesia
Origins of Achievement, Maehr (1974) says that should also pay attention to the diversity of the
the linkage between culture and language, existing cultures. That is, the multicultural
culture and perception, culture and cognition, approach in curriculum development in
culture and achievement, and culture and Indonesia is a must andcan not be ignored
achievement motivation are all factors that affect anymore.
students. The enactment of Law Number 22 Year
Webb (1990) and Burnet (1994) studies in 1999 and Number 32 Year 2004 regarding
Maksum (2004) show that learners' learning Regional Autonomy will not directly make
processes developed through cultural multicultural education applicable in the
considerations show better results. This is development of curriculum in Indonesia. The
because, as Oliver and Howley (1992) have law provides the authority for management of
argued, culture is governing how people share education to local governments, may produce
information and knowledge, as well as how they curriculum according to the vision, mission, and
construct meaning. Why the strong role of perceptions of curriculum developers in the
culture in an individual's understanding of the region. But it is not impossible that the
environment and learning is expressed by Delpit developed curriculum is not developed based on
(Darling-Hammond, 1996: 12): we all interpret a multicultural approach, since curricula using a
behaviors, information, and situation through multicultural approach must be developed with
our own cultural lenses; these lenses operate a deep awareness and understanding of the
involuntarily, bellow the level of conscious multicultural approach as mentioned above.
awareness, making it seems that our own view is The literature on multicultural education
imply, the way it is. shows the diversity in terms of the term. Banks
The same opinion is expressed by (1993) stated that among many of these
Wloodkowski and Ginsberg (1995) that culture meanings, the dominant is the notion of
is the basis of intrinsic motivation and develops multicultural education as education for people
a learning model called a comprehensive model of color. This understanding is in line with
of culturally responsive teaching which they Burnet's (1994) definition, that multicultural
perceive as pedagogy while respecting cultural education is any set of processes by which
integrity. Therefore, now is the time to take into schools work with rather than oppressed groups.
account the cultural factors as an important This understanding is clearly incompatible with
foundation in determining the components of the context of education in Indonesia, because
objectives, materials, processes, evaluation of a Indonesia has a different cultural context with
curriculum and learning activities of learners. other countries, although both share the same
Consequently, curriculum developers at the nation and multi-cultural.
central, regional, and school levels should take Andersen and Cusher (1994) say;
advantage of culture as a cornerstone of Multicultural education is education about
curriculum development more seriously and cultural diversity. This definition is broader than
more systematically. the one above. Nevertheless, the cultural
It should be realized also that Indonesia is position is still the same as what the definition
a country rich in culture, as stated in the proposes, namely cultural diversity into
national motto 'Unity in Diversity'. This fact is something which is studied (as the object of

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study). In other words, cultural diversity is a CONCLUSION

subject matter for curriculum developers to be
aware of. The expected change in the context of
Understanding of multicultural education multicultural education does not lie in numerical
above is of course limited and only useful for or statistical justification and cognitive ansich
curriculum developers in one aspect only, orientation as is commonly the successful
namely in the process of developing curriculum assessment of educational implementation in
content. That understanding can not help this country. Moreover, in order to create
curriculum developers in using culture and in conditions which are comfortable, peaceful,
this context uses the reality of multicultural tolerant in people's lives, and not always arise
culture, as a foundation in developing the vision, conflicts caused by cultural differences and racial
mission, objectives and various components of intolerance. But in some circles, it issaid that the
the curriculum. Therefore, another notion of a results of multicultural education can not be
multicultural approach should be formulated in determined by the time standard, so in the
order to be used in the above. The definition of a context of Indonesian education world it is time
multicultural approach should assist curriculum to pay great attention to multicultural education,
developers in developing curriculum principles. at least by incorporating it with relevant subjects
The curriculum material should be as suggested such as civics, history and religion. This needs to
by Steller in Mahfud (2011); can maximize the be taken immediately as an action, because at
potentials of students and their cultural least it can provide solutions to some of the
environments so that the students can learn social problems faced by Indonesia in the future.
better. That is, the understanding of
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bagi Guru Sejarah SMA, Disertasi. Surjo, Djoko. 1989, Serba-serbi Pengajaran
Semarang: Universitas Negeri Semarang. Sejarah pada Masa Kini, Historika, No. 1
Tidak dipublikasikan. Tahun I Surakarta: PPs KPK UNS.

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